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The phonics screening check confirms whether year 1 pupils can decode using phonics to an appropriate standard. In 2012, the first year of the national roll-out, 58% of children met the expected standard. We have commissioned an independent evaluation of the check over a period of three years, which will examine the impact of the check on phonics teaching.
The phonics screening check confirms whether year 1 pupils can decode using phonics to an appropriate standard. In 2012, the first year of the national roll-out, 58% of children met the expected standard. We have commissioned an independent evaluation of the check over a period of three years, which will examine the impact of the check on phonics teaching.
I thank the Minister for that response, but many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?
I thank the Minister for that response, but many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?
I thank my hon. Friend for his question. A large body of research evidence shows that phonics is the most effective way of teaching literacy to all children. Last year’s phonics check identified 235,000 children who will now receive extra help, which is very important because PIRLS—the progress in international reading literacy study—showed that this country has one of the largest gaps between the strongest and weakest
performers in reading. It is really important that we identify children who are struggling with reading early, so that they can receive help as soon as possible.
I thank my hon. Friend for his question. A large body of research evidence shows that phonics is the most effective way of teaching literacy to all children. Last year’s phonics check identified 235,000 children who will now receive extra help, which is very important because PIRLS—the progress in international reading literacy study—showed that this country has one of the largest gaps between the strongest and weakest
performers in reading. It is really important that we identify children who are struggling with reading early, so that they can receive help as soon as possible.
I thank my hon. Friend for his question. A large body of research evidence shows that phonics is the most effective way of teaching literacy to all children. Last year’s phonics check identified 235,000 children who will now receive extra help, which is very important because PIRLS—the progress in international reading literacy study—showed that this country has one of the largest gaps between the strongest and weakest
performers in reading. It is really important that we identify children who are struggling with reading early, so that they can receive help as soon as possible.
I thank the Minister for that response, but many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?
The phonics screening check confirms whether year 1 pupils can decode using phonics to an appropriate standard. In 2012, the first year of the national roll-out, 58% of children met the expected standard. We have commissioned an independent evaluation of the check over a period of three years, which will examine the impact of the check on phonics teaching.
To ask the Secretary of State for Education (1) how much funding the year one phonics screening check received from his Department;
[144925]
To ask the Secretary of State for Education (1) how much funding the year one phonics screening check received from his Department;
[144925]
The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national rollout of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three year, independent evaluation of the national rollout.
Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.
The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national rollout in 2012, the Department has commissioned NFER to evaluate the check over a period of three years. NFER will be looking at the administration of the check, and its effect on the teaching of phonics and wider literacy in schools.
(2) how many meetings he had with teaching unions about the introduction of the year one phonics screening check before its introduction;
[144926]
Lyn Brown:
(2) how many meetings he had with teaching unions about the introduction of the year one phonics screening check before its introduction;
[144926]
Lyn Brown:
The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national rollout of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three year, independent evaluation of the national rollout.
Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.
The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national rollout in 2012, the Department has commissioned NFER to evaluate the check over a period of three years. NFER will be looking at the administration of the check, and its effect on the teaching of phonics and wider literacy in schools.
(3) what assessment his Department has made on the effectiveness of the year one phonics screening check.
[144927]
Lyn Brown:
(3) what assessment his Department has made on the effectiveness of the year one phonics screening check.
[144927]
Lyn Brown:
The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national rollout of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three year, independent evaluation of the national rollout.
Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.
The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national rollout in 2012, the Department has commissioned NFER to evaluate the check over a period of three years. NFER will be looking at the administration of the check, and its effect on the teaching of phonics and wider literacy in schools.
To ask the Secretary of State for Education (1) how much funding his Department has provided to the year one phonics screening check to date;
[143277]
To ask the Secretary of State for Education (1) how much funding his Department has provided to the year one phonics screening check to date;
[143277]
The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national roll-out of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three-year, independent evaluation of the national roll-out.
Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.
The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national roll-out in 2012, we have commissioned NFER to evaluate the check over a period of three years. NFER will be looking at administration of the check, and its effect on the teaching of phonics and wider literacy in schools.
(2) how many meetings he had with teaching unions about the introduction of the year one phonics screening check before its introduction;
[143278]
Lyn Brown:
(2) how many meetings he had with teaching unions about the introduction of the year one phonics screening check before its introduction;
[143278]
Lyn Brown:
The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national roll-out of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three-year, independent evaluation of the national roll-out.
Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.
The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national roll-out in 2012, we have commissioned NFER to evaluate the check over a period of three years. NFER will be looking at administration of the check, and its effect on the teaching of phonics and wider literacy in schools.
(3) what assessment he has made of the effectiveness of the year one phonics screening check.
[143279]
Lyn Brown:
(3) what assessment he has made of the effectiveness of the year one phonics screening check.
[143279]
Lyn Brown:
The costs of developing and piloting the phonics screening check in 2011 were £300,000. The independent evaluation of the pilot cost an additional £75,000. Delivering the national roll-out of the phonics screening check in June 2012 cost £600,000. We have committed a further £280,000 for a three-year, independent evaluation of the national roll-out.
Ministers and officials have consulted with teacher unions, notably NAHT, on many occasions during the design and implementation of the check, including at Education Forum meetings where the phonics check is raised regularly.
The check was piloted with 300 schools in 2011, and an independent evaluation was carried out by Sheffield Hallam university. Following national roll-out in 2012, we have commissioned NFER to evaluate the check over a period of three years. NFER will be looking at administration of the check, and its effect on the teaching of phonics and wider literacy in schools.
To ask the Secretary of State for Education with reference to the answer of 12 March 2012 in the last session of Parliament, Official Report, column 43W, on teaching methods, what representations his Department has received on the effectiveness of the Good Behaviour Game as a lifeskills programme; and if...
To ask the Secretary of State for Education with reference to the answer of 12 March 2012 in the last session of Parliament, Official Report, column 43W, on teaching methods, what representations his Department has received on the effectiveness of the Good Behaviour Game as a lifeskills programme; and if...
The Department has not received any representations in respect of the effectiveness of the Good Behaviour Game as a lifeskills programme. The Government has no plans to commission a review of the effectiveness of this programme.
To ask the Secretary of State for Education what assessment he has made of the effectiveness of the primary school phonics screening check.
[123245]
To ask the Secretary of State for Education what assessment he has made of the effectiveness of the primary school phonics screening check.
[123245]
We have commissioned NfER to undertake an independent evaluation of the check over a three-year period, to look at the impact on the teaching of phonics and wider literacy in schools. We expect the first interim report to be published at the end of the year.
An independent evaluation of the pilot of the phonics check in 2011 was carried out by Sheffield Hallam University, and a copy of their final report is available on the Department's website:
http://www.education.gov.uk/schools/teachingandlearning/pedagogy/a00197709/phonics-screening-year-1
The evaluation found that the check helped 43% of teachers to identify pupils with issues in phonic decoding of which they were not previously aware.
To ask the Secretary of State for Education what his policy is on teaching children to (a) read through phonics and (b) decode phonics.
[120251]
To ask the Secretary of State for Education what his policy is on teaching children to (a) read through phonics and (b) decode phonics.
[120251]
Research shows clearly that phonics is the best way to teach young children to read. This is why we are strongly encouraging schools to use phonics, and have made available up to £3,000 of match-funding to enable schools with Key Stage 1 pupils to buy high-quality systematic synthetic phonics resources and/or training. The Year 1 phonics screening check which we have introduced will help teachers to identify which children are able to decode accurately using phonics, and which children need further support.
I take a simple view on these matters. Children need to learn to read before they can read to learn.
I take a simple view on these matters. Children need to learn to read before they can read to learn.
If the Secretary of State believes in trusting professionals and autonomy in schools, why is a centrally directed Department for Education forcing teachers to teach reading through synthetic phonics alone? What is wrong with all the other methods, which we know and the evidence suggests are just as good?
If the Secretary of State believes in trusting professionals and autonomy in schools, why is a centrally directed Department for Education forcing teachers to teach reading through synthetic phonics alone? What is wrong with all the other methods, which we know and the evidence suggests are just as good?
If the Secretary of State believes in trusting professionals and autonomy in schools, why is a centrally directed Department for Education forcing teachers to teach reading through synthetic phonics alone? What is wrong with all the other methods, which we know and the evidence suggests are just as good?
I take a simple view on these matters. Children need to learn to read before they can read to learn.